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Contact Me!

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To get ahold of me, please use the email provided below. I will do my best to reply within two business days! You can also use the comment function at the bottom of this page to leave me a note.


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Virtual Tutoring-2nd Grade

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In the fall of 2020, I took a reading intervention course that included experience one-on-one tutoring a second-grader. Due to COVID, we could not meet in person, so my 2nd grader and I met virtually over Google Meet. During the first session, I conducted an interest inventory to get to know her better, a sight word inventory to see where her approximate reading level was, an informal reading inventory, and a potential inventory where we would read a passage and she answered comprehension questions. The goal of this first session was to gauge where her instructional reading level was.

All of the sessions that followed were comprised of a sight word game, comprehension activity, oral reading where she would read to me, and pleasure reading where I would read to her. I made a variety of sight word games like chutes and ladders, bingo, connect 4, cross the river board game, go fish, Ispy, memory, tic tac toe, this or that, and more. We also learned about cause and effect, sequencing, main idea, and supporting details to help with her comprehension. One virtual tool that I used during every session was the Bitmoji classroom where I included an outline of what activities we would do during the session. I customized the virtual classroom with some of her favorite things so it felt like our shared space. Here is a photo of what my original Bitmoji classroom looked like.

Tutoring was a great experience for me. I worked with my second-grade buddy for about four months and it was amazing to see her growth in what felt like a short period of time. She went up to reading level N after starting the year below a second-grade reading level. It also challenged me to come up with engaging activities that could be done virtually. Through this experience I found that I enjoy working one-on-one with a student and am passionate about teaching reading to young students.

Categories: Experiences

Promoting Reading Goals

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During my Sophomore Block experience at Webster Elementary School, I was able to attend one of the staff’s professional development meetings. This meeting was about creating reading goals for students and how to help them assess their reading. The reading specialist then encouraged the classroom teachers to try one of the methods with a few of the students in their class. After this meeting, I was intrigued with what the reading specialist had taught and my cooperating teacher allowed me to create a reading survey and bookmark to use in class.

I created these tools and tried them out with one of the stronger reader’s in the class. We went through the survey together and then he was able to use his responses to create three personal reading goals. The reading goals were on a bookmark so the student could use it in the books he was reading to remind himself of his goals.

My cooperating teacher was so impressed with how the process worked with the one student, that she passed along the materials to other classroom teachers in the building.

If you are interested, please click on the links below to see the reading survey and reading goals bookmark.

Noticing How Things Change Over Time-The Seasons

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While in my sophomore block experience at Webster Elementary School, I lead a history content lesson on noticing how things change over time by using the seasons as an example. I then wanted the students to connect how the seasons change, to how they change over time. I worked with the class first as a full group to refresh their knowledge on seasons because we had been discussing this topic. Then we played “guess that season” which will lead to the conversation about how things change over time. Students will then make a timeline about their lives to understand how they have changed.

My procedure was as follows:

  1. Pull up the PowerPoint
  2. The first slide- “name the four seasons”
    1. Students think of the different seasons in their heads
    2. When they have an idea, turn and talk to a partner
    3. Then have students talk about an activity that they do during one of the seasons
  3. Play- “guess the season”
    1. Four pictures of Lambeau field during the four different seasons
  4. Talk about the word “change”- what it means and if students have an example
  5. Transition to how timelines can show change over time 
  6. Show timeline of Lambeau field
  7. Work through my personal timeline and talk about how I came up with the events
  8. Have students think of at least four events that they could put on their timeline
  9. When they have the ideas they can come up and take a timeline
  10. Students fill out their timelines with their ideas
  11. After their ideas are filled in they can show me their paper and then draw pictures in the bubbles

Please click the links below to download my full lesson plan including the analysis and the PowerPoint presentation I used with the class.

Virtual Tutoring-Middle/High School

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In my junior year, I took junior block education classes that focused on working with middle school students. For this block, I was supposed to go to a middle school three times a week for the last five weeks of the semester. Due to the COVID-19 pandemic, instead of going into a school, I taught three different students virtually who were all learning virtually from home. I tutored a 9th grader in Spanish, a 6th grader in all subjects, and another 6th grader in ELA.

The 9th grader was not currently enrolled in a Spanish course, so we did a lot of basic Spanish vocabulary to prepare her for when she does take the class. We covered days of the week, food, colors, clothing, animals, rooms in a house, and numbers. We also talked about Dia de Los Muertos and watched “Coco” in Spanish to learn more about the celebration and become more familiar with the vocabulary. To tutor virtually, I created PowerPoint slides on each topic that included online games, word searches, crossword puzzles, videos, and photos. We also played a Jeopardy review game during our last session.

I tutored one of the 6th-grade students in all subjects and helped her with homework assignments. We were only able to meet once or twice a week, and the school provided work for us to do together. One time we worked on her math study guide that covered equivalent fractions, percents, and decimals, and another time we did a reading activity and answered comprehension questions after. The assigned activity typically took us the whole time, however, I enjoyed learning more about this student’s interests when we had time to get to know each other.

With one of the 6th graders that I worked with, we focused on ELA work. When we began our tutoring he was in a non-fiction unit, so I found different non-fiction books that we read together and talked about what we learned. We also talked about how to pull supporting details from a story to support writing a summary. I learned that he was learning a Hamilton song in his choir class, so we watched part of the musical and analyzed the characters and setting. At the end of each session, we read independently and would share with each other what we read. When the end of the semester was nearing, this student’s mom contacted me about continuing to tutor, and I am still tutoring this student in ELA and now math to this day.

Categories: Experiences

Webster Elementary School

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In my second year, I was involved in the sophomore block program where I was partnered with a first-grade teacher for five weeks at Webster Elementary School in Green Bay. I began my weeks in the first-grade class observing the teacher and how she ran her class. Then, I started teaching number corner each morning where the students and I would talk about the date on the calendar, the time on the clock, and played math games. I traveled with the students as they went to their art, music, gym, and library specials. I also taught a math and social studies lesson with the support of my cooperating teacher.

My biggest takeaway from this experience was how much of what goes on in the classroom is not even teaching content. There is so much importance in behavior management, team building, and circle time. The students loved sharing what was going on in their lives with me and I felt more connected to them when they felt comfortable enough to share. There were also a few students in the class who had trouble focusing for long periods of time. I was able to take a student who felt like they could not focus on a sensory walk or to the sensory room. The sensory walk was a walkway in a hallway of the school that challenged the student to walk certain ways, focus on their breathing, and feel more in tune with their emotions. The sensory room had a trampoline, some hands-on games, and other stress-releasing activities for the student to do. I learned a lot when taking these students on the sensory walk to or the sensory room. Sometimes students can not control their trouble focusing, but I was impressed when the student was able to identify that they were feeling out of focus and needed help to refocus.

Categories: Experiences

Beaumont After-School

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In my first year at St Norbert, I volunteered in the Beaumont Elementary school after-school program through the Village Project at St. Norbert. In the after-school program, I worked with a first and second-grade class where I interacted with the students during dinner, recess, homework time, and social-emotional lessons. During dinner, I would sit and check in with the students about their day and we would play games together at recess. During some days there was homework time, otherwise, the lead staff member had social-emotional lessons, and on some occasions, the class went on field trips.

I volunteered at Beaumont throughout my whole first year and continued into the beginning of my sophomore year. Coming back in my sophomore year, it was very heartwarming to find that some of the kids remembered me from the previous year. In my second year, the second-grade class went to swimming lessons each week at the YMCA in Green Bay and I would volunteer on the pool deck watching the students.

Overall, I really enjoyed volunteering in the after-school program, and interacting with elementary-aged students solidified my idea that I wanted to become a teacher.

Categories: Experiences